The verse form “ Theme for English B ” is based on an assignment the talker receives from his college English category. He is told to compose a page about whatever comes to his head every bit long as it ‘s true. Hughes, nevertheless, portrays the author ‘s quandary and uncertainness about what to compose and what is needfully true. Ultimately, the writer provides a broad of scope of audiences, from the African American young person to college pupils today, with a glance of how he perceives life and his reading of the assignment. In the verse form, Langston Hughes non merely touches upon the African American battle for equality but through imagination, manner, linguistic communication, tone and repeat, he besides dramatizes the interior ideas of the coloured pupil. Although he is different physically, he possesses the same human features as his schoolmates and the instructor.A
As the verse form specifically focuses on the pupil, the readers expect him to be an rational person because he is the lone black pupil in his full category. This ground entirely besides contributes to the pupil ‘s quandary about the assignment. He is diffident about the teacher ‘s outlooks and how he might respond to the pupil ‘s response chiefly due to their colour differences. The pupil besides possesses a brave attitude because he is able to show his sentiments about racial equality and depict his teacher and himself to be portion of each other. Ultimately, this simple verse form carries a stronger message of racial
consciousness and individuality. By the terminal of the verse form, the pupil is able to decide his quandary by reasoning that even though they might non ever like it, the teacher and the pupil are portion of each other and “ that ‘s true. ”
In order to to the full understand the verse form one must understand where the writer is coming from. Langston Hughes, an African American and one of the many authors who rose up during the Harlem Renaissance, wrote this verse form to portray ignorance about race. Even though he wrote the poem many old ages after the motion in 1951 at the extremum of favoritism, it provides accurate histories of experiences heeded by the black population at the clip. “ Hughes [ wrote ] about Afro-America ‘s inability to realize equality in the United StatesA about a century after PresidentA Abraham Lincoln ‘s emancipation announcement ” ( Harlem World ) . One could feel that the verse form could be an autobiography based on Hughes ‘ ain personal experiences. This is evident because the writer did go to Columbia University but unlike the talker in the verse form he was non born in Winston-Salem. Harmonizing to Anne Stevenson, the verse form could be a reminiscence of Hughes ‘ earlier experiences and this is his manner of reanalyzing some of the things he went through at a much younger age.
However, even after such inspiring efforts by the writer to light on black experiences, his verse form was met with assorted reactions. Hughes work was criticized by black critics who protested that his work merely focused on the “ unattractive position of black life. ” However, Hughes was praised by many critics as good. “ Hughes refused to distinguish between his personal experience and the common experience of
black America ” ( “ Poets.org from the Academy of American Poets ” ) . Thus, some were glad that he sided with the common folks and wrote about his personal experience in such a originative manner. Hoyt W. Fuller claims that Hughes “ chose to place with apparent black people-not because it required less attempt and edification, but exactly because he saw more truth and profound significance in making so. ” This shows Hughes ‘ committedness to composing approximately African American experiences in an accurate manner, alternatively of composing about vague things like many of the poets did at the clip.
The primary audience for the verse form could be seen as the talker ‘s teacher and schoolmates, for whom he foremost wrote the verse form. The audience could besides hold been the African American population of Harlem, where Langston Hughes resided for much of his life. However, the secondary audiences ( or addressees now ) could be seen as the college pupils either analysing the verse form in their authorship category, African American surveies category, or those prosecuting poesy in general. In any instance, this verse form could be seen as a historical piece educating future coevalss about our yesteryear.
The chief focal point of the verse form is on the construction and the initial assignment that the pupil must concentrate on, which non merely reveals his quandary but Hughes uses this to foreground constructs of race. Unlike the remainder of the verse form, which appears to be in free poetry, the instructions for the assignment are given in perfect and terminal rime. “ The teacher said, Go place and compose a page tonight. And allow that page come out of you — -Then, it will be true ” ( 1-3 ) . Even though most of us may happen these instructions reasonably clear, the author, seems instead baffled and conflicted about if the assignment is truly this simple. He is
non certain his world is the same as his fellow schoolmates due to his race. He endures an individuality crisis and continuously attempts to convert himself he is non any different from his professor and schoolmates because of his tegument colour.
In the verse form, the talker reveals himself as a twenty-two-years-old coloured pupil, and attempts to reply the assignment by appealing to the audience. He lists things like “ aˆ¦I like to eat, kip, imbibe and be in love. I like to work, read, larn, and understand life ” ( 21-22 ) . In making so the pupil tries to show to the audience every bit good as his teacher that being African American does n’t halt him from wishing the same things as other races. However, this leads to his following quandary because now the pupil begins to inquire “ so will my page be colored that I write? ” ( 26 ) . The pupil admirations if his race might hold an influence on his authorship and whether his teacher will be able to understand him because he is white. The audiences can associate to the talker, non merely due to his immature age, but besides because he feels like an foreigner, which many of us encounter clip to clip.
Hughes uses imagination to portray a typical twenty-four hours in the pupil ‘s life as he tries to do sense of his assignment. “ The stairss from the hill take down into Harlem through a park, so I cross St. Nicholas, Eighth Avenue, Seventh, and I come to the Y, the Harlem Branch Y, where I take the lift up to my room, sit down, and compose this page ” ( 11-15 ) . Through these lines the writer creates a visual of where the pupil lives, his normal modus operandi of acquiring place from school, and the normality of his experience that makes him a typical individual. However, his school seems to be “ above ” Harlem, possibly outside the
metropolis and this may take to his feelings of being out of topographic point. Besides this long path that the pupil must take back and forth suggests that he may be hapless, yet, based on his mind he can travel to a university that most of his vicinity will ne’er acquire to see. This pertains to Hughes ‘s overall message that this pupil is merely another occupant of chiefly African American community in Harlem and his tegument colour does non distinguish him from society.
The verse form consists of informal linguistic communication written in jazz-poetry manner, which “ demonstrates jazz-like beat or feel of improvisation ” ( “ PittsburgStateUniversity ” ) . The verse form consists of interruptions in the center of the lines and flows in a rhythmic form. “ It ‘s non easy to cognize what is true for you or me at 22, my age. But I guess I ‘m what I feel and see and hear, Harlem, I hear you: hear you, hear me — -we two — -you, me, talk on this page ” ( 16-19 ) . The talker tries to set up a connexion between him and his milieus. He invariably refers to Harlem and how he can “ see and hear ” it. This develops into a little back and forth duologue. These lines make it obvious that the talker has a deep connexion with his community and he feels understood and comforted by it. This leads him to reason that “ [ his paper ] will non be white ” ( 28 ) . The author is able to understand his roots and ( at this portion ) is coming to footings with what he will compose for the assignment.
Hughes uses repeat to set up a stronger accent on the point he is seeking to do. In the following few lines, the pupil decides that whatever he writes “ will non be white. ” This is the important portion of the essay because even though the pupil addresses the
teacher and realizes the differences between the two, he still believes they are portion of each other. “ But it will be a portion of you, teacher. You are white — – yet a portion of me, as I am a portion of you. That ‘s American. Sometimes possibly you do n’t desire to be a portion of me. Nor do I frequently want to be a portion of you ” ( 29-35 ) . By reiterating words like “ portion of ” , “ you ” , and “ me ” the writer highlights his chief message: we are all portion of each other. The author realizes even though he is an person, he is still a human being and portion of the same society as his teacher. This simple, yet, powerful message makes the reader realize that we are more likewise than one might believe.
The tone the writer takes in the verse form could be described as a spot dry, and sorry. In the beginning, the talker admirations if the assignment is truly every bit simple as it seems but he ends the verse form by merely saying that “ This is my page for English B ” ( 41 ) . The talker besides is split between two facets of his life. First of wholly, he is different than others in his category because he is black but he is besides an American, which makes him the same as everyone else. “ You are white — yet a portion of me, as I am portion of you. That ‘s American… That ‘s true ” ( 31-33 ) . However, the verse form ends with a sense of sorrow. Even though the pupil and the teacher are the same because they are both Americans, the teacher is still “ more free ” than him.
One of the of import constituents of the verse form is its manner, and linguistic communication. Even though the verse form starts out with the terminal rime and perfect rimes, it is largely written in free poetry with Jazz like beat. The linguistic communication of the verse form is simple and straightforward every bit good, which makes it easier to understand and associate to. Besides one can larn a batch from
the enunciation of the verse form. The simpleness of the words prevents many different readings of the verse form. Therefore, different readers can hold on the subjects of the verse form and reasonably much come to the same decision sing its message. Walter Rhett writes, “ [ Langston ] approached issues and jobs, differences and lacks with the joy of common sense. His work ne’er yelled or sliced the truth into half steps, but it was ne’er declamatory, in-your-face prevaricating, and no affair how dark the state of affairs, ever had an embedded sense of wit. ” In fact, this is precisely how most of the pupils and bloggers feel about Hughes ‘s poesy. Some ( like Rhett ) go every bit far as to state, although Hughes wrote about complex issues, he was ever honest and rich in his authorship.
In the verse form “ Theme for English B, ” Langston Hughes uses manner, repeat, tone, linguistic communication and imagination to efficaciously show African American battle for equality. Hughes describes his personal history with race through the eyes of the coloured pupil, who struggles to carry through his assignment because he inquiries the similarities and unsimilarities between himself and his teacher. Hughes specifically targets African American audiences who can associate to the talker of the verse form and sympathise with him. Although pupils now yearss can understand the talker ‘s quandary, it ‘s looked at as a historical piece. Hughes is praised for his accurate portraiture of black life and usage of peculiar enunciation and sentence structure to appeal to the audiences.
Espey, Debbie. “ Examining Theme for English B by Langston Hughes. “ A Associated Content. Associated Content, Inc. , 13 March 2010. Web. 6 Nov 2010.
“ Harlem, By Langston Hughes, 1951. “ A Harlem World. WordPress, 8 July 2008. Web. 16 Nov 2010.
“ Jazz Poetry: 1920s-30s. “ A PittsburgStateUniversity. Pittsburg State University, 29 January 2007. Web. 14 Nov 2010.
“ Langston Hughes ( 1902 – 1967 ) . “ A Poetry Foundation. Poetry Foundation, 2010. Web. 6 Nov 2010.
“ Langston Hughes Group. “ A enotes. Salon Media Group, INC, 5. September 2008. Web. 6 Nov 2010.
“ Langston Hughes. ” Poets.org From the Academy of American Poets. Academy of American Poets, 1997-2010. Web. 13 October 2010.
Langston, Hughes. The Collected Poems of Langston Hughes. New York: Vintage, 1994. Print
Rhett, Walters. “ “ Theme for English B: ” Remembering Langston Hughes. “ A Southern Perlo Stories/Insights/Open Views. Salon Media Group, INC, 25 August 2010. Web. 6 Nov 2010.
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Writer ‘s Memo
The greatest strength in my essay would be the fact that it addresses many rhetorical devices and it focuses on the rhetorical analysis, alternatively of merely sum uping the secret plan. My failings chiefly rely in the construction of the paragraphs. I had to fight a batch with doing effectual passage from paragraph to paragraph.
I would wish to believe I worked exhaustively and every bit difficult on all facets of my essay. However, like I mentioned above, forming my paragraph was truly clip consuming and frustrating.
If I had excess clip to repair my essay, I would likely seek to reorganise my paragraphs and expression for spelling/grammar mistakes. I would besides seek to look into for plagiarism because I used many outside beginnings in my essay and sometimes I get carried off and either bury to mention or by chance take others ideas as my ain.
Actually I was n’t certain if I had grasped the whole construct of analysing plants rhetorically before working on this essay. I learned a batch about rhetorical devices that make certain texts effectual or uneffective. Overall, I think I eventually understand the construct of “ rhetoric. ”
Merely like everyone else, I would wish to have an Angstrom on this assignment, even though that may non be the instance. I like to believe I worked on this essay best to my ability and tried to integrate the necessary inside informations into it. However, I do recognize that my essay does hold some weak points and I ‘d wish to at least have a B.